Merve Bozbiyik
Biographic Data
| ID | 6175455 |
|---|---|
| NAME | Merve Bozbiyik |
| GIVEN NAMES | Merve |
| FAMILY NAME | Bozbiyik |
| SIGNATURE | BOZBIYIK M |
| AFFILIATIONS | Middle East Technical University |
| ORCID | 0000-0002-8087-2700 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain
Critical literacy (CL), which refers to the use of diverse communication media to analyse and critique everyday social practices, has often been credited with advancing inclusion and diversity in schools. However, criticality has been seen as a missing dimension in Content and Language Integrated Learning (CLIL), and the extent to which it figures in mainstream curricular documents is unclear. In this scenario, we aim to determine how CL is repre…
Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module
The use of English as medium of instruction (EMI) in non-Anglophone contexts can be seen as part of a process of 'Englishisation' which favours a monolingual policy of using only one language in the classroom. However, EMI can be seen as a multilingual phenomenon, where the declared policy of using one language (English) as the medium of instruction may not reflect actual classroom practices in which other languages are used. Such practices can b…
Lecturers’ use of examples in online university English-medium instruction
The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders’ viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively unexplored is that of EMI lecturers’ use of examples when co-constructing knowledge with students. T…
A conversation analytic investigation into displays of expertise of different tutors in small group clinical skills training
Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms
Epistemic positioning and knowledge-building in postgraduate neuroscience classroom interaction
This article explores the dynamics of epistemic positioning and knowledge-building in classroom interaction in two postgraduate neuroscience classrooms. Using an interdisciplinary approach combining multimodal Conversation Analysis and Legitimation Code Theory (LCT), it examines how lecturers and students negotiate epistemic stance and status through interactional practices, and how these practices legitimise certain stances or “gazes” in relatio…
Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course
Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines multimodal Conversation Analysis (CA) and the …
The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom
Peer involvement in dealing with teacher's insufficient response to student initiatives
The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom
Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module
The use of English as medium of instruction (EMI) in non-Anglophone contexts can be seen as part of a process of 'Englishisation' which favours a monolingual policy of using only one language in the classroom. However, EMI can be seen as a multilingual phenomenon, where the declared policy of using one language (English) as the medium of instruction may not reflect actual classroom practices in which other languages are used. Such practices can b…
Peer involvement in dealing with teacher's insufficient response to student initiatives
Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course
Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines multimodal Conversation Analysis (CA) and the …
The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom
Lecturers’ use of examples in online university English-medium instruction
The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders’ viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively unexplored is that of EMI lecturers’ use of examples when co-constructing knowledge with students. T…
A conversation analytic investigation into displays of expertise of different tutors in small group clinical skills training
Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms
Epistemic positioning and knowledge-building in postgraduate neuroscience classroom interaction
This article explores the dynamics of epistemic positioning and knowledge-building in classroom interaction in two postgraduate neuroscience classrooms. Using an interdisciplinary approach combining multimodal Conversation Analysis and Legitimation Code Theory (LCT), it examines how lecturers and students negotiate epistemic stance and status through interactional practices, and how these practices legitimise certain stances or “gazes” in relatio…
Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module
The use of English as medium of instruction (EMI) in non-Anglophone contexts can be seen as part of a process of 'Englishisation' which favours a monolingual policy of using only one language in the classroom. However, EMI can be seen as a multilingual phenomenon, where the declared policy of using one language (English) as the medium of instruction may not reflect actual classroom practices in which other languages are used. Such practices can b…
Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain
Critical literacy (CL), which refers to the use of diverse communication media to analyse and critique everyday social practices, has often been credited with advancing inclusion and diversity in schools. However, criticality has been seen as a missing dimension in Content and Language Integrated Learning (CLIL), and the extent to which it figures in mainstream curricular documents is unclear. In this scenario, we aim to determine how CL is repre…
Psychology (8 works) · Computer Science (7 works) · EFL/ESL Teaching and Learning (7 works) · Pedagogy (7 works) · Mathematics education (6 works) · Second Language Learning and Teaching (6 works) · Communication (5 works) · Conversation (5 works) · Multilingual Education and Policy (4 works) · Sociology (4 works)